• The Journal of Korean Association of Computer Education
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• v.11 no.1
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• pp.33-46
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• 2008

There exist many differences between new Informatics curriculum and the current Computer curriculum. Since the new curriculum introduces new section of "Problem-solving methods and procedures" which are not included in current computer curriculum, it is required to define and specify objectives and content units of "problem solving methods" and "programming" topics for the new section. In this paper, we define and specify the objectives and detailed contents by surveying various computer curriculums used in many other countries. Then, the specified objectives and content units are validated by a group of computer education experts. The final results of specified objectives show that areas of "comprehension", "application" and "synthesis" take relatively high percentage over the other areas. In the content specification, we set the content structure by describing how to solve a given real-world problem with a non-computerized way, followed by representing or transforming it with a corresponding computerized model.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.39-51
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• 2008

There exist many differences between the revised Informatics curriculum in 2007 and the current Informatics curriculum in junior-high school. The revised Informatics curriculum emphasized on the computer science principles and problem solving ability instead of the application program usage. Since the revised Informatics curriculum introduces a new section called 'Problem-solving methods and procedures', which is not included in the current computer curriculum, the development of achievement standards and assessment standards were needed in this section. This paper developed the achievement standards and assessment standards in 'Problem-solving methods and procedures' section in order to give the guideline of the teaching strategies and evaluation methods in the revised Informatics curriculum.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2009.05a
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• pp.499-502
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• 2009

7차 교육과정은 응용소프트웨어를 얼마나 잘 다루는지와 같은 컴퓨터를 도구적 활용을 중점으로 구성되었다. 컴퓨터 과학의 기본원리를 적용하여 문제해결능력을 신장시키고 이를 구현하기 이한 체계적인 교육의 필요성이 제기되어 2007년 개정 교육과정에서 문제해결방법과 절차라는 대영역이 포함되었다. 정보과목 문제해결방법과 절차 영역에서 다양한 문제를 이해 분석하여 알고리즘을 설계하고 구현하는데 있어 원활한 교수학습을 위한 다양한 방법과 도구들에 대한 연구가 요구되고 있다. 본 연구는 창의적 문제해결 향상에 효과적인 프로그래밍 언어들은 상용소프트웨어들의 비용부담과 언어적 문법, 에러발생에 대한 해결에 비중이 높아 학습자가 겪는 인지적 부담을 감소 할 수 있는 EPl(Educational Programming Language)인 Scratch 프로그래밍으로 창의적 문제해결력 향상을 위한 교수학습 모형을 개발하였다.

• The Journal of Korean Association of Computer Education
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• v.9 no.5
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• pp.41-51
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• 2006

The purpose of this study is to verify learning components to be taught in each grade of middle schools, to propose hierarchical structures on algorithm content, and to resolve overlapping across related subjects. In order to verify learning components, four criteria were proposed. To evaluate practical application, they were implemented into The Proposal of Curriculum Revision on Computer Education in Middle School on MPE website. It was found that there was content overlapping between 'problem solving methods and procedures' in the middle school Informatics Curriculum and 'regulation and problem solving' in the Elementary Mathematics Curriculum. So it is needed to find a way to differentiate the contents of 'problem solving methods and procedures' from the other related subjects.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2008.05a
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• pp.438-441
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• 2008

개정된 7차 교육과정의 정보 교과에서는 창의적이며 논리적 사고력을 바탕으로 한 문제해결 능력 함양에 중점을 두어 중등학교에 공통적으로 '문제해결방법과 절차'라는 대영역이 포함되었다. 이 단원의 내용 요소 중에 알고리즘에 대한 내용이 포함되어 있다. 알고리즘에 관련된 내용요소를 교육할 때 기존 연구가 부족하여 교사와 학생들이 활용할 자료와 소프트웨어가 충분하지 못한 실정이다. 본 연구에서는 개정된 중등학교 정보 교과의 알고리즘에 대한 내용을 분석하고, 이 알고리즘 교육에서 공개소프트웨어를 활용하는 방안을 제시한다.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.233-242
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• 2013

"Problem-solving methods and procedures" sections in the 2009 revised informatics curriculum emphasized active use of algorithmic thinking to solve problems. And it is proposed to solve the various problems of real life using programming language for the implementation of the algorithm. Recently, various Educational Programming Language has been developed for elementary programming activity and many researches showed that students' cognitive burden was reduced in learning programming language with Educational Programming Languages. However implementation of the algorithm is difficult for novice programmer. For the reason, effective way is required for elementary students to connect design of the algorithm and implementation of the algorithm. Therefore, in this study propose the algorithm design worksheets that it is possible to create an algorithm to describe the content needed to implementation in programming education. And this study proved the effect of the algorithm design learning tools through experiment.

• The Journal of Korean Association of Computer Education
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• v.13 no.4
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• pp.13-26
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• 2010

The purpose of this study is to develop the enrichment curriculum connected to a Revised Version of 7th National Informatics Curriculum in Middle School for gifted students in IT education. This study uses a Delphi Method to develop a curriculum which is comprised of educational objectives, educational contents, teaching-learning method and educational evaluation. This study carried out a three-round delphi survey in 'The problem-solving method and its procedure' field from grade 1 to grade 3. In this study, first, the responses of the experts about educational objectives, educational contents, teaching-learning method and educational evaluation of each grade were analyzed. Second, organized items were designed. Finally, important items were selected by statistics.

• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.253-264
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• 2011

The 2007 revised curriculum designated information-related subjects informatics and changed the direction of education by stressing problem-solving skills in consideration of the characteristics of the subject. The purpose of this study was to examine whether the problem-solving method and process sections of informatics textbooks had an inquiry tendency to foster the problem-solving skills of students. Four textbooks that were widely selected from among the authorized textbooks were analyzed by utilizing Romey method. As a result, just one textbook was found to have an inquiry tendency in terms of texts, but every textbook had a sufficient inquiry tendency in terms of activities. But in terms of structure, there were some problems that commercial softwares were utilized and some softwares employed a particular programming language. The findings of the study suggest that no question should be posed about intrinsic inequality in conjunction with textbook selection, and that textbooks should be structured not to make students adversely affected by learning environments.

• The Journal of Korean Association of Computer Education
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• v.15 no.4
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• pp.51-59
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• 2012

In this paper, inquisitive tendency was analyzed within the 'problem solving method and process' section in high school informatics textbooks, which were adopted starting from 2011. Romey analysis was applied to each four section - text, data, activity, evaluation - in six textbooks. The results showed that the textbooks displayed a low level of inquisitive tendency since they were written without much of participation from students. Out of the sections that were analyzed, the section 'activity' showed the highest degree of inquisitive tendency. Also, based on the obtained results, we proposed ways to improve high school informatics textbooks.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.221-235
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• 2007

Open problems can provide experiences for students to yield originative and various products in their level, because it is open with respect to its departure situation, goal situation, or solving method. Teachers need to pose and utilize open problems in forms of solution-finding or proving problems. For this we first have to specify which resource and method to use by concrete examples. In this article, we exemplify a method and procedure of posing an open problem by the two cases in which we pose open problems by reorganizing given closed problems. And we analyze students' responses for the two posed open problems. On the basis of these, we reflect implications for mathematical education of open problems.